Discusión de resultados

This qualitative study investigated how international students enrolled in graduate programs at three North Carolina universities conducted their academic research and writing, and negotiated issues of academic integrity in the process. I used critical incident technique and semi-structured interviews to explore the processes participants employed to complete graduate level assignments. Findings were analyzed and interpreted through the lens of Kim’s cross- cultural adaptation theory, particularly the stress-adaptation-growth dynamic.

Participants demonstrated impressive levels of English-language competency, but still spoke frequently about the challenges of reading, writing, speaking, and learning in an English- language environment. They struggled with research and writing for a variety of reasons (e.g., finding useful resources, writing in the American scholarly style), but developed techniques to combat these problems. Participants understood the importance of academic integrity and worked hard to adhere to the rules – although their efforts were not always effective. Most indicated that issues like plagiarism are emphasized in the U.S., but this was not the case in their home countries. The study findings have implications for faculty and staff who provide support and services for international students, and particularly for academic librarians in the areas of library/information literacy instruction, outreach, and academic integrity support.

My study contributes to the research on library support for international students by looking specifically at their research processes – much of the LIS research focuses on this populations library experiences, and sometimes on their everyday information seeking. My findings, however, illustrate the relationship between how these students conduct their research and the knowledge practices and dispositions of a learner developing information literacy

capabilities described in the ACRL Framework for Information Literacy for Higher Education. In addition, much of the research on academic integrity focuses on rates of self-reported

cheating behaviors or the reasons that international students commit academic integrity violations. My study contributes to this literature by demonstrating that international students are often aware of the importance of adhering to academic integrity policies and of the

differences between expectations in their home countries and the United States. In addition, I have argued for the role of academic librarians in promoting academic integrity as a part of information literacy instruction.

It is unlikely that the number of international students studying in the U.S. will begin to decline any time soon. This study was designed to provide guidance for those who wish to provide better support for international students in the library, classroom, and all over campus. The internationalization of higher education continues, and the importance of intercultural competence for everyone – students, faculty and staff – grows. As international students are better supported at U.S. colleges and universities, the better they are able to adapt and interact successfully with their classmates, faculty, and others they encounter. In a world in which the ability to function exclusively in one’s own culture is increasingly insufficient, these interactions benefit everyone involved.

APPENDIX A: University of North Carolina at Chapel Hill’s Instrument of Student Judicial Governance, Section II.B

Academic Dishonesty. It shall be the responsibility of every student enrolled at the University of North Carolina to support the principles of academic integrity and to refrain from all forms of academic dishonesty including, but not limited to, the following:

1. Plagiarism in the form of deliberate or reckless representation of another’s words, thoughts, or ideas as one’s own without attribution in connection with submission of academic work, whether graded or otherwise.

2. Falsification, fabrication, or misrepresentation of data, other information, or citations in connection with an academic assignment, whether graded or otherwise.

3. Unauthorized assistance or unauthorized collaboration in connection with

academic work, whether graded or otherwise.

4. Cheating on examinations or other academic assignments, whether graded or otherwise, including but not limited to the following:

a. Using unauthorized materials and methods (notes, books, electronic information, telephonic or other forms of electronic communication, or other sources or methods), or

b. Representing another’s work as one’s own.

5. Violating procedures pertaining to the academic process, including but not

limited to the following:

a. Violating or subverting requirements governing administration of examinations or other academic assignments;

c. Submitting an assignment that is the same as or substantially similar to one’s own previously submitted work(s) without explicit authorization of the instructor; or

d. Engaging in other actions that compromise the integrity of the grading or evaluation process.

6. Deliberately furnishing false information to members of the University

community in connection with their efforts to prevent, investigate, or enforce University requirements regarding academic dishonesty.

7. Forging, falsifying, or misusing University documents, records, identification

cards, computers, or other resources so as to violate requirements regarding academic dishonesty.

8. Violating other University policies that are designed to assure that academic work conforms to requirements relating to academic integrity.

9. Assisting or aiding another to engage in acts of academic dishonesty prohibited by Section II.B (UNC-CH, 2015, p. 5-6)

APPENDIX B: Participant Recruitment Email Dear student,

My name is Amanda Click and I am a doctoral candidate in the School of Information and Library Science at the University of North Carolina at Chapel Hill. I am writing to invite you to participate in my research study about international students’ perceptions of graduate level coursework and issues of academic integrity. You're eligible to be in this study because you are an international master’s student at [UNC Chapel Hill/Duke/NC State].

If you decide to participate in this study, I will interview you in-person for approximately 1.5 hours. I would like to audio record the interview. The general purpose of the study is to examine how international graduate students conduct their scholarly work and handle issues of academic integrity in the process. I estimate that there will be 24 to 32 participants interviewed. If you chose to participate, you will receive a $15 Amazon.com gift card.

If you are interested in participating in the study please enter your contact information in this form. You will answer some questions that determine your eligibility and provide contact information. If you have any questions about the study, please contact me at

[email protected] or 404-989-0604. Thank you very much.

Sincerely,

APPENDIX C: Online Screening Questionnaire

Thank you for your interest in this study about international students’ perceptions of graduate level research, writing and issues of academic integrity. The following questions will determine whether you are eligible to participate.

1. Are you 18 or older?

 Yes

 No

2. Are you an international student studying in the United States?

 Yes

 No

3. Are you enrolled full time in a graduate program, with the goal of earning a master’s degree?

 Yes

 No

4. Have you completed at least one semester in your graduate program?

 Yes

 No

5. Is this your first time enrolled in a degree program outside of your home country?

 Yes

 No

6. Is English your native language?

 Yes

 No

Thank you! Please enter the following information. I will contact you within 3 days to discuss the study further.

Name

________________

Email

________________

Phone Number

________________

University

________________

Program of Study

________________

Country of Origin

________________

APPENDIX D: Screening Interview

Thank you for your interest in this study about international students’ perceptions of graduate level research, writing and academic integrity. My name is Amanda Click, and I am a doctoral candidate in the School of Information and Library Science at UNC Chapel Hill. Today I’m calling to see if you are still interested in participating, make sure that you meet the criteria, and tell you more about the study. Are you still interested in participating in the study?

[If no.]

I understand, and thank you for your time.

[If yes.]

First, I’d like to review your answers from the online form that you completed. This is to make sure that you meet the participant criteria.

[Review each question and confirm responses.]

[If the student does not meet the criteria.]

Thank you for your time, but I’m afraid that you don’t qualify for my study. Good luck with your coursework!

[If the student does meet the criteria.]

Now I’m going to tell you more about the interview process. I want to learn about how you complete assignments for your courses, including the research and writing that you do. During the interview, I will ask you to describe the whole process, from finding out about an assignment to receiving your grade and feedback from your professor. I want to talk to you about an

assignment that required you to do research, and then use the resources you found to write a paper. This must be an assignment that you completed alone, not a group project. Have you finished an assignment like this during the last year?